(The vision statement focuses on tomorrow and what the organization wants to become.)

Scituate Public Schools-Technology Vision Statement

Scituate Public Schools will use technology to empower students to think critically, communicate effectively, solve problems creatively, and be actively engaged in their learning. By creating a technology rich environment, a community of 21st Century lifelong learners will be provided with the skills to succeed in a world of constant change.

(mission statement focuses on today and what the organization does.)

Scituate Public Schools-Technology Mission Statement

We are preparing our students to be responsible and productive users of technology by providing technology rich learning environments in which we invest in technology and training to support our students' educational needs, and supports our curriculum.

Scituate Public Schools adopts and embraces the following Technology Standards:

National Education Technology Standards (NETS) for Students and Teachers as determined by the International Society for Technology

in Education (ISTE)

SCITUATE PUBLIC SCHOOLS

DISTRICT TECHNOLOGY PLAN

2018 - 2020

TABLE OF CONTENTS

SCITUATE SCHOOL COMMITTEE

Erika McCormick , Chairperson

Coleen Pendergast

Mary Manning-Morse

James Scacco

Carolyn Dias

ADMINISTRATION

Carol Blanchette-Superintendent of Schools

Matthew Bobola-Director of Finance

Robert Corrente-Director of Facilities

Mark DiLuglio-Data Manager

Thomas Rambachner-Director of Technology

Michael Hassell-Principal of Scituate High School

Colleen Hart-Assistant Principal of Scituate High School

Tonianne K. Napolitano-Principal of Scituate Middle School

Dana Morel-Principal of Hope Elementary

Courtney Francis-Principal of Clayville ELementary

Kaitlin Soccio-Principal of North Scituate Elementary

TECHNOLOGY PLAN REVISION COMMITTEE

Carol Blanchette -Superintendent of Schools

Thomas Rambacher-Director of Technology

Erik Mikkelsen-Network Administrator

Michael Hassell-Principal of Scituate High School

Tonianne K. Napolitano-Principal of Scituate Middle School

Kaitlin Soccio-Principal of North Scituate Elementary

Onferenc

Amanda Rossi-Clayville Parent

Miles Henderson-North Scituate Parent

Ashley Cardarelli-Clayville Teacher Grade 4

Jennifer Roy-Hope Teacher Grade 1

Kelly Miguel-NS Teacher Grade 3

Marissa Gauvin-Hope Teacher Grade 5

Lisa LaRose-Clayville Teacher Grade 1

Jon Dunne-Middle School Social Studies Teacher

Keith Sanzen-Middle School ELA Teacher

Kristen Polseno-Middle School Parent

Greer Charon- Middle & High School Library Media Specialist

NETS for Students

Profiles for Technology Literate Students

Performance Indicators:

A major component of the NETS Project is the development of a general set of profiles describing technology-literate students at key developmental points in their pre-college education. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, jand daily life.

These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives. The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the following grade ranges:

• Grades PreK - 2

• Grades 3 - 5

• Grades 6 - 8

• Grades 9 - 12

These profiles are indicators of achievement at certain stages in PreK-12 education. They assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry. The standards and performance indicators are based on input and feedback from educational technology experts as well as parents, teachers, and curriculum experts. In addition, they reflect

information collected from professional literature and local, state, and national documents.

GRADES PRE K - 2

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 2 students will:

Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1. Basic operations and concepts

2. Social, ethical, and human issues

3. Technology productivity tools

4. Technology communications tools

5. Technology research tools

6. Technology problem-solving and decision-making tools

GRADES 9 - 12

Performance Indicators: All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 12 students will:

Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:

1. Basic operations and concepts

2. Social, ethical, and human issues

3. Technology productivity tools

4. Technology communications tools

5. Technology research tools

6. Technology problem-solving and decision-making tools

Profiles for Technology Literate Students

Copyright ISTE NETS. All Rights Reserved

2016 ISTE STANDARDS FOR STUDENTS

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:

a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

b. build networks and customize their learning environments in ways that support the learning process.

c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students:

a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

3. Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Students:

a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.